Evidence of Success: Prior to implementing our Pre-Vodcasting model, we gave common assessments in our classes. Hoping to gather some numerical data, we agreed to use the same tests this year as we did last year and scores will be compared after every unit. In addition, we wanted to compare the relative academic abilities of our students last year (before Pre-Vodcasting) to this year (with Pre-Vodcasting). We chose to compare the scores on the CSAP (Colorado State Exams). The results are shown below:

n=105

n=182

Note: The 2007-2008 group has a larger n value and lower scores because we decided to lower the math prerequisite from enrollment in Algebra II to enrollment in Geometry.

The following table shows the average score of our students on identical tests given before and after implementation of the Pre-Vodcasting model.

When we set out, we hoped to achieve comparable test scores with a lower group of students. Thus far, the results have either been the same or shown a slight improvement. The data is preliminary, but it is still encouraging to see that Pre-Vodcasting is at least as effective if not more effective as traditional instruction.

1. Student Adaptation: Frankly, the students have adapted very well. They have taken to the digital teaching with ease. It has been more of an adjustment for the teachers. Students today communicate and interact in very different ways than students in past generations. This is the generation of the iPod, and this methodology seems to resonate with them. They are now asking that we get other teachers in our school to do this as well. They especially want this in their math classes.